Global Master in Management (MIM) Survey › site › assets › files › 7267 › ... · The Global Master in Management Survey (Global MIM Survey) is the first survey that systematically

Global Master in Management (MIM) Survey Trends in Management Education Thomas Graf

2014

2

© Master in Management Compass 2014 [email protected]

TABLE OF CONTENTS

Overview ............................................................................................................................................................. 3

Main Findings .................................................................................................................................................... 4

Participating Schools and Programs ........................................................................................................ 5

Methodology ...................................................................................................................................................... 9

Part 1: Population Survey (658 full-time and part-time programs) ........................................ 12

Geographic areas – Where are MIM programs offered? .................................................................................................. 12

Teaching mode ................................................................................................................................................................................... 13

Program length .................................................................................................................................................................................. 13

Academic entry requirements ..................................................................................................................................................... 14

Teaching languages .......................................................................................................................................................................... 15

Part 2: Sample Survey (55 full-time programs) ............................................................................... 16

1. Program characteristics ............................................................................................................................................................ 16

2. Student characteristics .............................................................................................................................................................. 31

3. Career impact ................................................................................................................................................................................. 36

About the Global Master in Management Survey 2014 ................................................................. 39

About the Master in Management Compass....................................................................................... 39

About the Author .......................................................................................................................................... 40

Contact .............................................................................................................................................................. 40

3


OVERVIEW Masters in Management (a.k.a. MIM) are a phenomenon. Originally triggered by the Bologna Process, under which European countries agreed to offer shorter bachelor and master programs instead of five-year diploma programs, this new type of program is spreading worldwide to supply a globally increasing demand. In the absence of a formal definition, our field survey suggests some distinctive criteria that help identify Masters in Management and differentiate this group of programs from others. Based on these criteria, we define Masters in Management as postgraduate programs for recent graduates that teach general management knowledge for at least 50 percent of the curriculum. In contrast to specialized business Masters such as Masters in Finance or Supply Chain Management, Masters in Management provide an overview of the most important management functions without educating experts in one specific area. Unlike Masters of Business Administration (MBA), Masters in Management require no or only little work experience after a first academic degree. Business Schools or educational institutions have introduced the acronym “MIM” to abbreviate Masters in Management although MIM is not an official degree like an MBA. Instead, most Masters in Management grant a Master of Science (M.Sc.) or a Master of Arts (M.A.). For students from all academic disciplines, Masters in Management are an attractive option to gain management knowledge and enrich their CVs before entering the job market. 87 percent of the MIM graduates in our sample found a job within 3 months of graduation and the first year’s salary can reach up to EUR 70,000. For business schools, MIM programs are a new source of income that likely helps some of them to compensate for declining applications from full-time MBA students. 75 percent of the schools in our sample reported an increasing number of applications for Masters in Management from the Asia and Middle-East region, followed by Europe (64 percent), Africa (63 percent), Latin America (59 percent), North America (50 percent), and Australia/the Pacific region (26 percent). This data suggests that the demand for Masters in Management is a global trend and the creation of more MIM programs outside of Europe can be expected. The Global Master in Management Survey (Global MIM Survey) is the first survey that systematically collects and aggregates data on MIM programs, their students, and their career impact. It provides an overview of this new and changing educational landscape and an in-depth analysis of Masters in Management. It was designed as an annual survey that identifies trends in management education over time and provides deeper insights for business schools, future students, journalists and others interested in MIM programs. It was conducted and published for the first time in 2012.

Thomas Graf Founder of the Master in Management Compass September 2014

4


MAIN FINDINGS Demand and program distribution

Increasing demand for MIM programs: 75 percent of our sample schools are seeing an increasing demand for Master in Management (MIM) programs from Asia and the Middle East, followed by Europe (64 percent), Africa (63 percent), Latin America (59 percent), North America (50 percent), and 26 percent from Australia and the Pacific region.

Trend toward increasing demand from Latin America and Africa: While in 2013, 44 percent of our sample schools indicated increasing demand from Latin America, 59 percent indicate such a demand in 2014. As for Africa, the increase in demand is even higher: While in 2013, 36 percent of the schools indicated increasing demand, the figure rose to 63 percent in 2014

Most MIM programs offered in Europe: 73 percent of the full-time Master in Management (MIM) programs are offered in Europe followed by North America (13 percent), the Asia-Pacific region (13 percent), and Latin America (1 percent).

Trend for MIM programs also outside of Europe: It seems that MIM Programs are becoming a trend outside of Europe as well. All non-European programs in our sample have been set up since 2001.

Students and admissions criteria

MIM students come from all academic backgrounds: Only 17 percent of the MIM programs require a first degree in business or economics. The other 83 percent are either open to graduates from all disciplines (56 percent), target explicitly graduates from non-business subjects (11 percent), or focus on graduates from business or economics disciplines and some other disciplines with a strong methodological education (17 percent).

Final grade in previous studies as the most important admissions criterion: The most important admissions criterion for most MIM programs is the final grade in an applicant’s previous studies, followed by the GMAT. Some schools use interviews as a most important criterion and place only secondary importance on previous academic achievements. For most MIM programs, other criteria such as essays, internships or extra-curricular commitment can be seen as additional but not important criteria.

Differences between MIM and MBA

Graduates vs. professionals: As a rule, MIM programs are for graduates, while MBA programs are for professionals.

Age and experience: As a consequence, MBA students are older than MIM students and have several years of work experience.

Tuition fees: Tuition fees for MBA programs tend to be double those for MIM programs on average.

Career impact

Salary: On average, MIM graduates earn about EUR 40,000 in the first year after graduation. The range is huge, however, as MIM graduates earn between EUR 25,000 and 70,000. Graduates from programs with many international students and a high average GMAT score earn the most, particularly when they start to work as consultants.

Job search: Most MIM graduates (87 percent) find a job within three months of graduating. This fast job entry can be observed particularly in programs with high GMAT requirements and international students – and when students start to work in the consulting industry.

Target industries: Most MIM graduates start to work in many industries. The primary target industries, however, are consulting and financial services.

5


PARTICIPATING SCHOOLS AND PROGRAMS

of our sample survey 2014

(1) Participants – without the CEMS member schools

Australia

University of the Sunshine Coast Master of International Business

Austria

Alpen-Adria-Universität Klagenfurt Master International Management

Johannes Kepler University, Linz Master's Degree in Global Business

WU (Vienna University of Economics and Business) MSc in Strategy, Innovation, and Management Control

Belgium

Antwerp Management School Master of Global Management

Canada

Lakehead University Master of Science in Management

University of Manitoba M.Sc. in Management

University of Windsor Master of Management

Czech Republic

University of Economics, Prague International Business - Central European Business Realities

France

Audencia Nantes School of Management International Master in Management (IMM)

HEC Paris School of Management Master in Management - Grande Ecole

IAE Aix Graduate School of Management Master's in General Management

IAE Bordeaux – University School of Management Master in International Management

ICN Business School Nancy-Metz MSc in International Management

Toulouse Business School Master in Management

Université de Savoie / IAE Savoie Mont-Blanc European Master in Business Studies

Germany

ESB Business School, Reutlingen University MSc International Management (IPBS)

ESMT Berlin Master's in Management

FH Mainz - University of Applied Sciences Master of Arts International Business

Frankfurt School of Finance & Management Master in Management Master of International Business

Kühne Logistics University (The KLU) Master of Science in Management

Munich Business School Master International Business

University of Cologne Business Administration

WHU - Otto Beisheim School of Management Master of Science in Management

6


Ireland

National University of Ireland Galway (NUI) MSc International Management

Trinity College Dublin Master of Science in Business and Management MSc International Management

University College Dublin, Michael Smurfit MSc in International Business

Italy

Università Bocconi MSc in International Management

University of Trento MIM - MSc in International Management

Portugal

Nova School of Business and Economics Masters in Management

Singapore

NUS Business School, National University of Singapore Master of Science (Management) Programme

Spain

EADA Business School International Master in Management

ESADE Business School Master in International Management

ESCP Europe Master in Management

IE Business School Master in Management

Universitat Pompeu Fabra Master of Science in Management

The Netherlands

Fontys International Business School MSc in Business and Management

TIAS School for Business and Society Master International Management

Turkey Koc University Graduate School of Business KOÇ MIM (Master of Science in International

Management)

United Kingdom

University of Bradford School of Management MSc Management

Brunel University MSc in Management

Cranfield School of Management Masters in Management

Kent Business School MSc Management (International Business)

Lancaster University Management School Masters in Management

London Business School Masters in Management

LSE - London School of Economics Master's in Management and Political Science

Nottingham Business School, Nottingham Trent MSc Management University

USA

Colorado State University Masters in Management Practice

Fordham University, The Jesuit University of New York 3Continent Master of Global Management

University of Florida Master of Arts, major in International Business

University of South Carolina Master of International Business

University of Virginia M.S. in Commerce

7


(2) CEMS member schools In this survey, we received aggregated data on the CEMS Master’s in International Management (MIM) from the CEMS headquarter in Jouy-en-Josas (France). This MIM program is offered by the following members schools: Australia

The University of Sydney Business School Austria

WU (Vienna University of Economics & Business)

Belgium

Louvain School of Management

Brazil

Escola de Administração de Empresas de São Paulo-FGV

Canada

Ivey Business School

Chile

Universidad Adolfo Ibáñez China Tsinghua University School of Economics and Management Czech Republic University of Economics, Prague Denmark Copenhagen Business School Finland Aalto University School of Business France HEC Paris Germany University of Cologne Hong Kong S.A.R., China HKUST Business School Hungary Corvinus University of Budapest India Indian Institute of Management Calcutta Ireland UCD Michael Smurfit Graduate Business School Italy Università Bocconi Japan Keio University

8


Norway Norwegian School of Economics Poland Warsaw School of Economics Portugal Nova School of Business and Economics Russia Graduate School of Management, St. Petersburg University Singapore National University of Singapore Spain ESADE Business School Sweden Stockholm School of Economics Switzerland University of St.Gallen The Netherlands Rotterdam School of Management, Erasmus University Turkey Koç University Graduate School of Business United Kingdom The London School of Economics and Political Science (LSE)

9


METHODOLOGY The Global Master in Management Survey 2014 was carried out in two parts. In the first part, we conducted a population survey of all the MIM programs worldwide we could find over four years. Overall, we were able to identify 658 full-time and part-time programs that fulfilled our criteria for MIM programs; we then screened their websites. A program qualified as an MIM program if it fulfilled three criteria:

1. It needed to be a postgraduate academic program. 2. It needed to teach general management. 3. It needed to be open to recent graduates.

All MIM programs explored in this population survey can be found at www.mim-compass.com. By using our online search filters, anyone can reproduce this survey and get statistics on full-time or part-time programs, programs in specific geographic areas, or the program length and academic requirements. By conducting this population survey, we gained an overview of the field of Masters in Management. In the second part of our Global Master in Management Survey we conducted a sample survey on full-time MIM programs with English as the sole teaching language. We ignored part-time programs, as they only represent about 20 percent of the total MIM population and because full-time programs are of greater interest to recent graduates. We also ignored programs taught in other languages as they only represent a minority of all MIM programs and because we are interested in internationally-oriented programs. From January to May 2014, we contacted 286 schools worldwide offering 368 full-time MIM programs and asked them to provide data on their programs. The online questionnaire contained 94 questions that can be categorized in program characteristics, student characteristics, and career impact. We received responses from 52 institutions who reported data on 55 MIM programs. 51 institutions have campuses in 17 countries, spread over Europe, North America, Latin America and Asia-Pacific. The 52th institution is the Global Alliance in Management Education (CEMS) representing 29 institutions in 29 countries – 14 of which are not included in our original country list. Taking these two sources together, the 51 separate institutions and the CEMS data, our survey data covers institutions from 31 countries in Europe, North America, Latin America and Asia-Pacific. Counting CEMS as one institution, this survey received a response rate 18 percent (52 participating institutions / 286 contacted institutions). At the www.mim-compass.com website, the total of 386 MIM programs includes all 29 CEMS MIM programs individually plus a general CEMS MIM program entry. If we count the CEMS MIM as one program, the total full-time English MIM population reduces to 357. Our sample of 55 programs thus represents 55 / 357 = 15 percent of the population. An open question, furthermore, is whether also Masters in International Management or Business (MIB) should be categorized as “general management” programs and called “MIM” programs, as in some cases the international business concentration covers more than 50 percent of the curriculum. It will be a future challenge to differentiate Masters in International Business that are more general management programs from MIB programs that are rather specialized. In this survey, we included all MIBs. Overall, this second survey part (“Sample Survey”) provided us with deeper insight into full-time MIM programs and allowed us to explore this new trend in management education in more detail.

http://www.mim-compass.com/


10


71%

14% 14%

1% 0%

Europe North America

Asia/Pacific Latin America

Africa

Geographic areaPopulation of full-time programs in English

2014

Feasibility of generalization We assume that the pool of MIM programs at www.mim-compass.com comes fairly close to the real population of all MIM programs. Of course, there may be programs that we overlooked, particularly non-English programs, and new programs may have been launched. However, after four years of ongoing research and review of 658 programs worldwide, we are confident of having identified a high percentage of the total MIM population, at least the programs taught in English. Our sample on the other hand shows some differences and similarities with the population. Geographically, for example, it seems to over-represent MIM programs from Europe and North America and to under-represent programs from Latin America and the Asia-Pacific region. If we take the aggregated CEMS data as representative of 29 institutions into account, however, the sample comes fairly close to the population.

80%

15%

6%0% 0%



Africa

Geographic areaSample of full-time programs in English

(CEMS MIM counted as 1 program) 2014

75%

12% 10%3% 0%



Africa

Geographic areaSample of full-time programs in English

(CEMS MIM counted as 29 programs) 2014


11


In addition, with respect to academic requirements, our sample represents the MIM program population with a slight overweight of programs that do not require a first degree in business or economics. About one out of five programs in our sample requires a first degree in business or economics-related areas (if we count the CEMS MIM as one program).

In terms of program length, our sample shows minor deviations, primarily a slight over-representation of programs that take more than a year but no longer than two years to complete – and a slight under-representation of programs that can be studied in one year or less.

Overall, we need to exercise caution with respect to the representativeness of the sample survey. We do gain a great overview of the population of MIM programs and we deepen this overview by exploring 54 programs. However, only future studies will help us confirm the robustness of our results and the ultimate reliability of our conclusions.

71%

29%

First degree in business/economics NOT

required

First degree in business/economics required

Academic requirementsPopulation of full-time programs in English

2014

83%

17%


required


Academic requirementsSample of full-time programs in English


1%

44%

55%

more than 2 years

minimum 1 year, maximum 2 years

maximum 1 year

Program lengthPopulation of full-time programs in English

2014

0%

48%

52%

more than 2 years


maximum 1 year

Program lengthSample of full-time programs in English


12


PART 1: POPULATION SURVEY (658 FULL-TIME AND PART-TIME PROGRAMS)

Over the last four years, we identified 658 Master in Management or Business programs worldwide. We conducted an ongoing population survey with respect to the most important program features: geographic areas, teaching mode, program length, academic requirements and teaching languages.

Geographic areas – Where are MIM programs offered?

In contrast to MBA programs, MIM programs are primarily a European phenomenon. 68 percent of the MIM programs worldwide are offered in Europe, 15 percent in North America, 16 percent in Asia-Pacific, and 1 percent in Latin America. The distribution between full-time and part-time Masters in Management differs, however. Whereas full-time MIM programs are primarily offered in Europe (73 percent), part-time programs are “a bit” more equally distributed across Europe (50 percent), North America (24 percent), and Asia-Pacific (26 percent).

A very likely explanation for the European focus is the Bologna Process, under which European countries agreed to adapt their higher education systems to the Anglo-Saxon system and offer shorter bachelor and master programs instead of five-year diploma programs. In fact, only about 10 percent of programs are spin-offs of previous 5-year diploma programs while the other programs are newly designed masters as our 2013 survey has shown. The Bologna Process, however, also created a new demand. Business graduates needed consecutive education in their area in order to reach the same educational level as the former diploma graduates. In addition, graduates from non-business disciplines saw an opportunity to combine their non-business undergraduate studies with business-related postgraduate studies. It appears that this second group was the main driver of demand for this new type of general management Master for graduates, because the majority of English full-time MIM programs worldwide are not restricted to graduates from business or economics disciplines. At the same time, it provided universities and business schools with a new business opportunity, as MIM students often pay tuition fees and attract employers to visit the campus for interviews or company presentations.

Trend outside of Europe: It seems that MIM Programs are becoming a trend outside of Europe as well. All non-European programs in our sample have been set up since 2001.

0%

0%

26%

24%

50%

0%

1%

13%

13%

73%

0%

1%

16%

15%

68%

Africa

Latin America

Asia/Pacific

North America

Europe

Geographic areaPopulation of full-time and part-time programs

2014

total full-time part-time

13


Teaching mode

Master in Management (MIM) programs are primarily offered as full-time programs: 80 percent of the MIM programs worldwide are taught on a full-time basis while 20 percent are offered as part-time programs that can be studied while working. This particular emphasis on a full-time teaching structure reflects the main target group for MIM programs: MIM programs are designed for graduates or recent graduates, whereas for professionals an MBA may still be the preferred part-time option.

Program length

The majority of the full-time MIM programs (52 percent) take one year or less to complete, while 47 percent take over one year but no longer than two years. The majority of the MIM part-time programs take over one year to complete (90 percent). More precisely, 57 percent take over one year, but less than two years and 33 percent take longer than two years to complete.

Difference Europe – North America: European and North-American full-time MIM programs do not differ much with respect to program length. While most European MBAs tend to take about one year to complete and North American MBAs about two years, this difference is not apparent for MIM programs.

80%

20%

full-time

part-time

Teaching modePopulation of full-time and part-time programs

2014

33%

57%

10%

1%

47%

52%

more than 2 years


maximum 1 year

Program lengthPopulation of full-time and part-time programs

2014

full-time part-time

0%

39%

61%

2%

45%

53%

more than 2 years


maximum 1 year

Program lengthComparison Europe - North America

Population of full-time programs 2014


14


Academic entry requirements

In terms of prerequisites, 29 percent of the full-time MIM programs (taught in English) require a first academic degree in business or economics, while 71 percent do not require such a degree. This latter group can be distinguished into three subtypes: programs that are open to students from ANY discipline; programs that only and explicitly target students from non-business related academic areas; and programs that are open to students from SOME disciplines other than business or economics, for example from social science disciplines like psychology or sociology or from engineering and mathematics. Similar to the MBA, the Master in Management (MIM) is an option for any graduate, independent of his or her academic background. In contrast to the MBA, however, business graduates have the opportunity to choose an MIM program that is designed specifically for their knowledge level. In order to avoid redundancies between their undergraduate and postgraduate studies, business graduates should choose MIM programs that require a first degree in business or economics. Non-business graduates, on the other hand, can choose MIM programs that do not expect any prior knowledge in business areas and design their curricula accordingly, for example with introductory courses. Most part-time programs (88 percent), in contrast, do NOT require a first degree in business or economics.

Difference Europe – North America: European business schools offer more than twice as many full-time MIM programs that require a first degree in business or economics than North American programs. In North America, MIM programs, hence, are primarily gaining influence as part-time study option.

88%

13%

71%

29%


required


Academic requirementsPopulation of full-time and part-time programs in

English 2014

full-time part-time

85%

15%

65%

35%


required


Academic requirementsComparison Europe - North America

Population of full-time programs in English 2014


15


Teaching languages

92 percent of the programs that we explored are taught in English while 8 percent are taught in regional languages, for example in French if the school is in France or in German if the school is in Germany. This further reflects the international orientation of the programs and this may be attributed to the rising demand for international programs in a globalizing world. We have to acknowledge, however, that we did not search for MIM programs taught in languages other than English as thoroughly as for MIM programs with English as teaching language. The actual ratio could therefore be around 80/20 percent or 75/25 percent, but the dominance of English programs remains.

8%

92%

Other languages

English

Teaching languagesPopulation of full-time and part-time programs in

English 2014

16


PART 2: SAMPLE SURVEY (55 FULL-TIME PROGRAMS)

In our sample survey we explored 55 full-time MIM programs that are offered in 29 countries in Europe, North America, Latin America, and Asia-Pacific. Our analysis can be categorized into three perspectives: program characteristics, student characteristics, and career impact.

1. Program characteristics

How are full-time MIM programs structured? Which degrees do they grant? How does their content differ from that of MBA programs? The first set of questions in our survey aimed to develop a better understanding of these questions and of what full-time MIM programs are.

MIM programs: A relatively new phenomenon 89 percent of the full-time MIM programs in our sample were launched in the 2000s and nearly two thirds had their first intake since 2006. Some programs were difficult to evaluate, as the program went through several transformations over time. Our key criteria for including a particular program in the survey and assessing the year of origin, however, were:

Is this program a postgraduate program? Is it a general management program?1 When did it begin to fulfill these criteria?

According to these criteria, some programs reach back into the middle of the 20th century and one program was even indicated as having been launched in 1903. Given that at that time the program hardly had the structure of a postgraduate program, the real launch according to our criteria above should be in the middle of the 20th century as well.

Furthermore, we were interested in whether Masters in Management were spin-offs of former diploma programs that have been transformed into bachelor and master programs or whether they were designed as independent programs from scratch. In fact, our 2013 survey revealed that 90 percent of the programs have been developed as new postgraduate programs, and only 10 percent have their origins in a former diploma program. Hence, it appears that the Bologna Process had its strongest impact on generating new programs and less on transforming existing programs into a new structure.

1 As an exception, we also included the Master in International Business from the Lancaster University Management School. This program includes only about 20 percent general management content – the rest is specialized in international business.

2%2%2%2%2%2%2%2%2%

6%

9%

7%

4%

11%

13%

7%7%

9%

4%

6%

19

03

19

64

19

88

19

92

19

97

19

99

20

00

20

01

20

02

20

03

20

04

20

05

20

06

20

07

20

08

20

09

20

10

20

11

20

12

20

13

Since when does this program exist as a postgraduate program?

17


Increasing demand for MIM programs Full-time MIM programs clearly are an emerging market for business schools, with an increasing demand from all geographic regions worldwide. The highest increase in applications, however, seems to be coming from the Asia and Middle-East region: 75 percent of our sample schools are seeing an increasing demand here, followed by Europe (64 percent) and Africa (63 percent). However, students also seem to be discovering the potential value of MIM programs in other regions. 59 percent of our schools are seeing growing demand stemming from people from Latin America, 50 percent from North America, and 26 percent from Australia and the Pacific. This data suggests that the demand for Masters in Management is a global trend and the creation of more MIM programs outside of Europe can be expected.

New demand from Latin America and Africa: A trend toward increasing demand from Latin America and Africa is becoming apparent. While in 2013, 44 percent of our sample schools indicated increasing demand from Latin America, 59 percent indicate such a demand in 2014. As for Africa, the increase in demand is even higher: While in 2013, 36 percent of the schools indicated increasing demand, the figure rose to 63 percent in 2014.

75%

5%

20%

76%

6%

18%

increasing decreasing stagnating

The number of applications for this program over last three years is: [Asia + Middle East]

2014 2013

64%

3%

33%

66%

3%

31%


The number of applications for this program over last three years is: [Europe]

2014 2013

63%

6%

31%36%

25%

39%


The number of applications for this program over last three years is: [Africa]

2014 2013

59%

9%

31%

44%

7%

48%


The number of applications for this program over last three years is: [Latin America]

2014 2013

18


Program length On average2, full-time MIM programs take 12 months to complete. The shortest program takes 9 months and the longest 24 months. About half of the full-time MIM programs in our sample are “one-year programs” and do not take more than 12 months to complete.

The longer an MIM program is, then the more likely it is that this program offers a double-degree option, grants strong financial support, includes practical periods such as internships or in-company projects, and allows the students to study at a partner university abroad.

The chart to the right “How long does it take to complete the program?” uses Boxplot visualization technology.

The upper and lower ends show the range of months that a program takes. The shortest full-time program in our sample takes 9 months and the longest 24 months.

2 If not explicitly referred to the mean, we always refer to the median with “on average”.

50%

6%

44%50%

3%

47%


The number of applications for this program over last three years is: [North America]

2014 2013

26%

7%

67%

22%17%

61%


The number of applications for this program over last three years is: [Australia + Pacifics]

2014 2013

9

12

24

How long does it take to complete the program in months?

19


The yellow stripe in the middle indicates the average (median) program length. On average, the programs in our sample take 12 months to complete.

Finally, the box indicates the second and third quartile (from 25 to 75 percent) of the programs. Half of the programs in our sample take between 12 (lower end of the box) and 24 months (upper end of the box).

Class size On average, a MIM class encompasses 30 students. Some classes can reach up to 120 students, however, while others include only 10.

Programs with higher tuition fees also have larger classes. This seems to be somewhat surprising at first glance, given that high-price programs could be expected to provide better teaching quality – as expressed, for instance, by smaller class sizes. A potential explanation may be, however, that schools with higher tuition fees often have a better reputation as well that attracts more students. Such a school, hence, may respond to such higher demand by increasing their class sizes.

This interpretation is also reflected in a significant correlation between class size and number of international accreditations. In other words: Internationally accredited schools attract more students, have larger classes, and can increase the tuition fees.

The longer a MIM program, then the more likely it is that this program grants strong financial support, includes practical periods such as internships or in-company projects, and allows the students to study at a partner university abroad, often combined with a double-degree option.

10

30

120

How many students are organized in one class?

20


Accreditations In terms of accreditation, 77 percent of the participating schools and programs have at least one. Moreover, 58 percent have at least one internationally recognized accreditation: 42 percent have the AACSB accreditation, 35 percent the EQUIS accreditation, and 15 percent the AMBA accreditation (for the respective Master in Management program). 23 percent have no accreditation at all.

Programs with an international accreditation support their students in finding loans from local banks with low interest rates, have students with higher GMAT scores, charge higher tuition fees, have larger classes, have more international students, and more students who find a job in the consulting industries.

77%

23%

yes no

Does your institution have at least one accreditation?

58%

42%

yes no

Does your school have at least one internationally recognized acreditation (AMBA, AACSB, or

EQUIS)?

42%

58%

yes no

Which accreditation does your institution have? AACSB

35%

65%

yes no

Which accreditation does your institution have? EQUIS

21


Tuition fees On average, tuition fees for full-time MIM programs are EUR 14,000 (about USD 18,000) with a minimum fee of EUR 0 and a maximum of EUR 54,262 (about USD 74,000). Moreover, our 2013 survey revealed that tuition fees for students with a non-European Union nationality are about 17 percent higher than for students from the EU.

The mean tuition fees of MIM programs (among those schools that also participated in the 2013 survey) increased by 4 percent from 2013 to 2014. By contrast, the increase from 2012 to 2013 was only 1.3 percent. MIM programs, hence, seem to have become more expensive now.

15%

85%

yes no

Which accreditation does your institution have? AMBA for THIS specific Master

0

14,000

54,262

What are the total tuition fees for the program? [EURO]

0

17,984

73,930

What are the total tuition fees for the program? [$]

22


Content: Electives and specializations Masters in Management are postgraduate programs in general management. As such, they differ from so-called specialized masters like the Master of Finance or the Master in Human Resources Management. Masters in Management do, however, also offer specialization opportunities, at least to some degree and most often in the later stages of the program. As a rule, full-time MIM students need to take 4 electives in addition to the core courses. 55 percent of the schools also offer a specialization or concentration in the advanced stages of the program.

Practical orientation 73 percent of the full-time MIM programs in our survey integrate practical periods such as in-company projects or internships into their structure, with an average length of 8 weeks. Furthermore, the case study method as an important part of any MBA program also appears to be important for MIM programs. All programs in our survey include case studies and on average they are used in half of the curriculum.

MIM programs with practical periods are longer on average than those with fewer or no internships or in-company projects. As a rule, they are also more expensive. Furthermore, their students are more international.

1

4

10

How many electives are obligatory for the students of this program?

55%

45%

yes no

Does your program offer the opportunity to specialize in an area of interest BEYOND taking

electives?

27%

73%

no

yes

Does your program include practical periods such as internships or in-company projects?

0

8

50

How many weeks of of practical periods with exposure to employers are included in the

program?

23


Degree and qualifications for a doctoral program The majority of the full-time MIM programs (76 percent) award a Master of Science (M.Sc.) while 8 percent award a Master of Arts (M.A.). At three out of four schools that also offer a doctoral program in management, the Master in Management qualifies for this doctoral degree.

5%

50%

100%

How much (percent) of the curriculum includes case studies?

76%

8%

16%

Master of Science Master of Arts Other

Which degree do the students get by completing this program?

20%

61%

20%

No Yes We don’t offer a doctoral program in management

Does this program qualify for a doctoral program in management at your school?

24


Studies abroad and double degrees MIM students spend parts of their studies in a different country than where the school is located. On average, they spend four months abroad – for instance, at a partner school.

MIM programs with study periods abroad are longer on average. They are also more likely to offer a double-degree option with one of the school’s partner universities.

Furthermore, nearly half of the schools offer a double degree option where MIM students can earn a second degree from the partner institution (e.g., the CEMS MIM, a Master of Arts, or an MBA).

0

4

18

How many months do the students spend abroad during the program?

46%

54%

yes no

Do you offer a double-degree option?

25


Differences between MIM and MBA Of the business schools that offer full-time MIM programs, 67 percent also offer full-time MBA programs. If we compare only schools that offer both Masters in Management and MBA programs, we find that MBA programs are nearly twice as expensive as MIM programs.

Academic requirements The majority (83 percent) of MIM full-time programs that responded to our online questionnaire do not require a first degree in business or economics. We can split them into a subgroup (17 percent) of full-time MIM programs that are also open to SOME backgrounds other than business or economics. These programs target graduates with a strong methodological background, for example in social science areas such as psychology or sociology and also engineering and mathematics, but without limiting themselves to graduates from business or economics. Another subgroup (56 percent) of programs is open to graduates from all areas, and a final subgroup (11 percent) exclusively targets graduates from non-business-related disciplines.

Programs that are open to graduates from all academic disciplines provide the greatest support when it comes to finding loan programs with low interest rates. These are also the programs with the fewest study periods abroad.

As a rule, MIM programs that require a first degree in business or economics charge lower tuition fees than other programs. They are also more likely to offer a double-degree option.

67%

33%

yes no

Does your school also offer full-time MBA programs taught in English?

33,065 €

18,354 €

MBA MIM

Comparison MBA vs MIM Average (mean) Tuition fees

56%

17% 17%11%

Our program is open to

graduates

from ALL academic disciplines

We also accept

graduates

from SOME academic disciplines other than

business or economics

Our students need to have a first degree in


We only accept

students who

do NOT have a first degree in


Academic Requirements of this Master program

26


GMAT requirements 48 percent of the full-time MIM programs require the Graduate Management Admission Test (GMAT). A closer look, however, reveals that only 6 percent require the GMAT and do not accept any alternative tests while the others also accept alternative tests. 20 percent require the GMAT or the GRE. 17 percent require the GMAT, GRE, or an on-campus test. 6 percent require the GMAT or an on-campus test. In addition, less than half of the participating schools reported their minimum and average GMAT scores. The average GMAT score is 630. It ranges from 510 to 710 and with 50 percent being between 600 and 660. The mean GMAT score is 626. The minimum GMAT score required from these schools is 550 on average. Due to the small number of schools that provided this data, however, their generalizability may be questioned.

MIM programs whose students have a high GMAT score provide strong financial support, use case studies intensively as teaching method, have international accreditations, offer the opportunity to achieve a double-degree, have more international students, place more students in the financial service industries and provide better salary options afterwards. The average GMAT score of a program, hence, seems to provide a pretty good proxy for several quality criteria associated with that program.

20%

6%

52%

6%

17%

We require the GMAT or the GRE

We require the GMAT and do NOT accept alternative tests

We do NOT require the GMAT, GRE, or an on-campus

test

We require the GMAT or our own on-campus test

We require the GMAT or the GRE or our own on-campus

test

Do you require the GMAT for this Master program?

510

630

710

What’s the average GMAT score of the students of this program?

465

550

600

What's the minimum GMAT score that you require?

27


Application process Schools differ regarding their application process and their admissions criteria. Two out of three schools, for example, use interviews in the application process while one third makes a decision based on a formal application including the CV only. 70 percent of the schools rely on either face-to-face or phone interviews. About a third of the schools relies on face-to-face interviews only that can be done anywhere in the world – for instance, when they are conducted by the school’s alumni in other cities than where the campus is located. And 3 percent rely on campus interviews only.

What are the most important admissions criteria? The final grade from the applicant’s undergraduate studies has been indicated to be the most important criterion for granting admission. 57 percent of our schools mentioned this as top criterion. One quarter, however, also mentioned interviews as the most important criterion. Hence, we can distinguish between two primary groups of schools – one emphasizing the importance of previous grades, and the other focusing on a personal conversation with the applicant. A minority mentioned either the GMAT (8 percent) or the essays (8 percent) as their most important selection criterion.

63%

37%

yes no

Does your application process include interviews with applicants?

70%

27%

3%

Face-to-face or phone

Face-to-face, but not restricted to our campus only

Face-to-face on our campus only

How do you conduct these interview?

57%

8%

8%

24%

0%

0%

2%

Final grade from undergraduate studies

GMAT

Essays in application

Interview

Internships

Extracurricular activities

Others

Rank 1: What are your most important criteria for accepting an applicant?

28


The GMAT score is mentioned as the second most important criterion for selecting an applicant. For schools that indicated the interview as the most important criterion in the previous question, the final grade from undergraduate studies is used as the second criterion. Hence, we can say that previous academic grades, the interview, and the GMAT are the three most important criteria for selecting an MIM candidate. Schools differ primarily on how much impotance they place on the final grade from undergraduate studies.

Internships and essays are mentioned as the third most important criterion, followed by extra-curricular activities as fourth criterion.

17%

21%

13%

15%

6%

9%

19%


GMAT


Interview

Internships


Others


12%

16%

21%

12%

26%

12%

2%


GMAT


Interview

Internships


Others


0%

10%

23%

10%

28%

18%

13%


GMAT


Interview

Internships


Others


29


Career services Most schools offer on-campus career fairs specifically for full-time MIM students (62 percent). How international are these fairs? On average, only 5 percent of the companies come from countries other than where the campus is located. In some programs, however, most employers come from abroad and by this offer an international perspective. About half of the schools also offer support for CV crafting, 20 percent offer online databases with student profiles that firms can browse, and 7 percent offer yearbooks with graduate profiles that are distributed among employers.

13%

0%

16%

9%

22%

34%

6%


GMAT


Interview

Internships


Others


62%

38%

yes no

Does your school offer on-campus career fairs SPECIFICALLY for students of this Master program?

0%5%

80%

How many companies at these fairs come from countries other than where the campus is placed?

[%]

30


51%

20%

7%

22%

Support for CV-crafting

Online-Database with the profiles of the graduates where firms can browse

through

Yearbook with graduate profiles delivered to firms

Other

Which career services other than on-campus fairs does your institution offer for students of THIS

specific program?

31


2. Student characteristics

How old are full-time MIM students, how much professional experience do they have, and where do they come from? The second set of questions in our survey provided a better understanding of who full-time MIM students are.

Countries of origin MIM programs differ a lot regarding the internationality of their students. In one program, 100 percent of the students come from a different country than the one where the campus is located, while in others the vast majority comes from the same country. On average, 75 percent of the students in one intake come from abroad and MIM programs tend to have students from 15 different countries.

Programs with many students from countries other than where the campus is located also have more graduates who find a job abroad. This suggests that many international students return to their home countries after graduating.

Moreover, programs with students from many different countries also have students with higher GMAT-scores, include more practical periods in their curricula, have international accreditations, and offer double-degree options. These programs also have more graduates who find a job within 3 months of graduating and have a higher salary.

Given all these signals of program quality, it sounds reasonable that such MIM programs also charge higher tuition fees.

Finally, graduates from such programs find jobs primarily in consulting and financial service industries.

Furthermore, about half of the full-time MIM students (55 percent) come from Europe. Thus, both MIM program supply and demand seem to be primarily European phenomena. The second strongest group (20 percent) of MIM students comes from Asia-Middle East.

5%

75%

100%

How many percent of your students come from a country OTHER than where your institution is

located?

2

15

66

From how many countries do the students come?

32


Professional experience In contrast to MBA programs, MIM programs do not expect professional experience.

There are a few exceptions, however, when programs are called “Masters in Management” and address senior managers. This latter group is not included in our sample survey but can be found at www.mim-compass.com when filtering for “Master in General Management (MIM) for Professionals”.

MIM students often have some professional experience, however – on average, 8 months.

0%

2%

5%

5%

20%

55%

Australia & Pacific

Africa

Latin America

North America

Asia & Middle East

Europe

Where do your students come from? (on average)

0 0

12

How many months of professional experience do the students NEED to have when they start the

program?

0

8

57

How many months of professional experience do the students actually have when they start this

program? [Average]


33


Age Full-time MIM students are 24 years old on average. The youngest students on average are 21 years old and the oldest 35. MIM students are therefore clearly younger than MBA students where average ages are often around 28 or 30. This difference thus reflects the different target groups: While MIM programs target graduates or people with only little professional experience, MBA students are young professionals or professionals.

Gender Full-time MIM programs seem to be equally attractive for men and women: On average, 50 percent of the students are male and 50 percent female. About a quarter of all full-time programs, however, have a gender focus either on men or women.

21

24

35

How old are the students of this program? [average]

30%

50%

74%

How many percent of your students are males?

26%

50%

70%

How many percent of your students are females?

34


Study financing The majority of MIM students finance their studies entirely by themselves (80 percent). In one quarter of the programs, nearly all students finance their studies by themselves. In another quarter, less than 70 percent of the students (and sometimes even none of them) finance their studies entirely by themselves. In other words: Even though only every fifth MIM student needs financial aid on average, the programs differ a lot as to whether they have primarily self-financing students or students who need support. The schools react to the financial needs of their students by providing scholarships and helping to find loan programs (59 percent), for example, by cooperating with local banks. More specifically, 27 percent grant 10 scholarships or more, 7 percent grant between 5 and 9 scholarships, 16 percent grant between 1 and 4 scholarships, and about half of the programs do not provide scholarships at all. It appears, hence, that only about a third of all business schools provide serious financial aid such that students with smaller pockets are able to study for an MIM. About half of them, however, support their MIM students in finding loans with low interest rates from local banks. And nearly three out of four schools support them on finding a student job during their studies.

The longer the programs are, the more likely these programs are to offer strong financial support – as expressed, for instance, by scholarships that cover more than 50 percent of the tuition fees.

Furthermore, programs with high average GMAT scores of their students seem to be more likely to grant scholarships. Moreover, the more female students a program has, the more likely it is to grant scholarships – vice versa, the more male students a program has, the less likely it is to grant scholarships. Programs with scholarships, by the way, also have graduates who earn a higher salary.

The more students finance their studies by themselves completely, the lower the salary of the students after graduation but the more likely they are to find a job within three months of graduating.

0%

80%

100%

How many percent of your students finance this program completely by themselves?

59%

19%

6%

16%

scholarships and bank loans

government grants

parents employer

Please mention the most important financing source of your students BESIDES self-financing?

35


27%

7%

16%

49%

more than 9 5 to 9 1 to 4 0

How many scholarships do you offer for this MIM program?

45%

55%

yes no

Does your school aid students in finding loans with low interest rates?

72%

28%

yes no

Does your school aid students in finding student jobs during their studies?

36


3. Career impact

After having analyzed the program and student characteristics of full-time MIM programs, we wanted to know the career impact for MIM students. Specifically, we were interested in the time between graduation and job entry, the entry salary after graduation, and the location where MIM graduates find jobs. Furthermore, we wanted to identify some of the underlying drivers of these career outcomes.

Time between graduation and job entry Does the Master in Management help students find a job? On average, 87 percent of the full-time MIM students find a job within three months of graduating. In half of the programs, between 67 and 90 percent of the students find a job within three months. Thus, Master in Management graduates seem to have very good opportunities on the job market.

Moreover, we identified several factors that seem to positively influence job entry within three months of graduating.

We found a significantly positive correlation between job entry success and the GMAT minimum score that MIM programs require. The higher this required minimum score, the more graduates from that program find a job within three months of graduation (r = .747).

Programs with students from many countries have more graduates who find a job within three months of graduation (r = .358).

Programs with many students who find a job within three months of graduation also have more students with a higher salary and students who find a job in the consulting industry.

0%

87%

100%

How many percent of the graduates of this program get a job within 3 months after

graduating?

37


Average salary after graduation Does the Master in Management pay-off? The average salary in a job after completing a Master in Management in 2014 was EUR 39,800 in the first year after graduation, ranging from EUR 25,000 to EUR 70,000 (on average). In half of the programs, students receive an average salary ranging from EUR 32,200 to EUR 45,500. Hence, the average salary after graduating is nearly two times higher than the average tuition fee.

Finally, we identified several factors that seem to positively influence the salary after graduation.

The higher the average GMAT score of students in a MIM program, the higher also their salary after graduation.

Students from MIM programs that offer strong financial support such as scholarships achieve a higher salary after graduation.

International MIM programs – as expressed by the number of countries that the students come from – have graduates with a higher salary than less international programs.

25,000

39,800

70,000

What’s the average salary that the graduates of this program achieve- [EUR]

0

14,000

54,262

What are the total tuition fees for the program? [EURO]

38


Job location after graduation What impact does the country where the university or business school is located have on job entry after graduating? On average, about half of the Master in Management graduates find a job in the country where the university or business school is located. There are schools, however, where all MIM graduates find a job in a different country and other programs where nearly all students found a job in the same country to where the campus was located. Thus, students interested in a Master in Management should clarify in advance whether they can envisage staying in the country of the university for a while after graduation.

Target industries of MIM graduates Consulting and financial services are the primary target industries of the MIM graduates in our sample. A second group finds jobs in the consumer & luxury goods industries, followed by the manufacturing industries. About 12 percent of the MIM graduates build up their own business. And less than 10 percent find a job in advertising & publishing, HR management, IT & telecommunication, media & entertainment, travel & leisure, transportation, the public sector, and the energy & petroleum industries. Overall, the general nature of Masters in Management as general management programs seems to be well reflected in these target industries. MIM programs offer many different career options and especially in those two industries where generalists are particularly welcome: consulting and financial services.

Graduates from schools with an internationally recognized accreditation are more likely to start their first job in the consulting or financial service industries.

The higher the average GMAT score of a MIM program’s students, the more likely these students are to start their first job in the financial service industry.

The more international students an MIM program has, the more students are likely to start to work in the consulting or financial service industries after graduation.

MIM graduates who start to work in the consulting industry earn a higher salary than students working in other industries.

The more students of a MIM program start to work as consultants after graduation, the more students of this program also find a job within 3 months of graduating.

2%

50%

100%

How many of your graduates get a job in a different country than where your campus is

located?

39


ABOUT THE GLOBAL MASTER IN MANAGEMENT SURVEY 2014

The Global Master in Management Survey 2014 was designed and conducted by Thomas Graf (Owner MIM Compass). The population survey (Part 1) was conducted from 2010 to 2014 and includes key program features such as program length and academic requirements. This information on MIM programs worldwide is updated regularly and accessible at www.mim-compass.com. The sample survey (Part 2) was conducted using an online questionnaire from January to May 2014 in cooperation with Michael Weyrich.

ABOUT THE MASTER IN MANAGEMENT COMPASS

The Master in Management Compass (www.mim.compass.com) - also called MIM COMPASS - is a website launched in May 2010 by Thomas Graf. This website provides a database with Master in Management programs worldwide as well as specialized management masters such as the Master in Finance or the Master in Accounting. In addition, the platform provides background information on Masters in Management, for example on the difference between the MIM and the MBA, testimonials from former MIM students, student blogs from current MIM students, information on important events and deadlines as well as a forum. Related websites are the Master of Business Administration Compass (www.mba-compass.com) and the Doctor of Business Administration Compass (www.dba-compass.com).

0%

0%

0%

2%

2%

2%

2%

4%

8%

8%

8%

12%

16%

35%

51%

57%

Construction

Healthcare

Non profit

Energy / Petroleum

Public sector

Transportation

Travel / Leisure industries

Media / Entertainment

IT & Telecommunication

HR Management

Advertising / Publishing

Entrepreneurship

Manufacturing

Consumer & Luxury goods

Financial Services

Consulting

Please mention the top 3 industry sectors where your MIM graduates start to work


http://www.mim.compass.com/

http://www.mba-compass.com/

http://www.dba-compass.com/

40


ABOUT THE AUTHOR

Thomas Graf founded the Master in Management Compass (www.mim-compass.com) in 2010. He has a Master of Arts in History and in German Literature from the University of Constance (Germany) as well as an Executive MBA and a PhD in Strategic Management from IE Business School (Madrid). He worked for McKinsey & Company to launch the German career network e-fellows.net and then for e-fellows.net in different functions, first as Online Editor, then as Business Development Manager and Product Manager, and finally as Head of Marketing and Talent Management. Thomas Graf has been writing about management education for more than 10 years. He developed several points of contacts for business schools and potential future students – for example the annual e-fellows.net MBA Day – holds information sessions on MBA programs and advises students on finding the right business Master through the Master in Management Compass platform. Thomas Graf is also the author of the MIM eBook (www.mim-compass.com/ebook).

CONTACT

Thomas Graf Master in Management Compass Franz Fihl Str. 3 80992 Munich, Germany [email protected]


http://www.mim-compass.com/ebook

mailto:[email protected]

Documents

Global Master in Management (MIM) Survey › site › assets › files › 7267 › ... · The Global Master in Management Survey (Global MIM Survey) is the first survey that systematically